The biggest lesson that I learned (although I’m not quite sure if I learned it or not!) involves limiting the scope of my research. My research simulation took on many forms, in order for it to demonstrate some small amount of feasibility. Initially, I chose to research the learning that takes place when children play, and within a rather short period of time, I deducted that this research would be never-ending and take forever to complete. As I limited my topic to the learning that takes place during block play, I realized, once again, that my topic was too open-ended to be feasible. Slowly, I trimmed my topic to one that is approximately 180 degrees different from my initial concept. Without a doubt, this was an extremely challenging process for me, because with each new topic came ideas and questions that expanded, rather than simplified, my original topic.
I, also, learned that children need to give their permission to be a part of research. More importantly, I realize that although they may give permission for me to use their picture, these permission may have ethical consequences as the child matures. In addition, through my reading, I understand the importance of sharing all of the details with the children’s parents, who also have to give permission for the research. At times, it may be a challenge to explain the research in terms that all participants would understand; yet, this is the job of the researcher.
For me, the biggest challenge that I encountered was the short time frame of this course. I felt there were an abundance of terms that were introduced within a week, and at times (most of the time!), I was overwhelmed with their meanings. In addition, I would have liked additional time to truly apply the terms to my research simulation. I could easily see this class being split up into two separate 8-week classes.
In actuality, I do not know that my perceptions of an early childhood professional have been modified. Perhaps, however, I have a greater respect for the early childhood professional who conducts research or who participates in research. We know that early childhood is all about relationships, and research is just another opportunity for early childhood professionals to form relationships. Sometimes, however, an early childhood professionals needs to refuse to participate in research because such research would not be in the best interest of the children or the center. This just puts an added responsibility of the early childhood professional!
To
my colleagues and especially Dr. Dartt, I would never have made it through this class without your
support. I have learned as much through
our discussions as I have through our readings… perhaps more. Thank you for your support and for sharing so
much of yourselves with me. I look
forward to continuing on this journey together, as we continue to form our own
relationships and grow as early childhood professionals.